Kindly discuss the following Basic Types of Curriculum Designs:
1. Academic - subject or subject - centered Design model
a. Subject Design
b. Discipline Design
c. Correlation Design
2. Fusion Designs
3. Broad - Fields Designs
4. Special - Topic Designs
5. Student - Centered Designs
6. Learner - Centered Design Model
a. Child - centered design
b. Experience - centered design
c. Humanistic design
7. Problem - Centered Design Model
a. Life - situation design
b. Core design
I encourage you to ask questions based from the inputs ofyour classmates.
Thanks,
Joel
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CHILD-CENTERED CURRICULUM: Believed that child is the crucial source of all curriculum. It sufficiently opens to allow the qualities of children to dominate the curriculum.
ReplyDeleteROUSSEAUIAN PERSPECTIVE: innate goodness is ascribed to the child.Children should be allowed free play in natural settings. Between the ages of 5 and 12, sensory and concrete experiences should dominate their learning, abstract subjects should be abolished in the curriculum only after their 12th year should children introduced to abstract learning.
EXISTENTIALIST PERSPECTIVE: The purpose of education is to foster knowledge of self, the ability and sensitivity to express one's innermost consciousness, and personal skills of valuing and choice making. Discussion session should focus on each individual's search for inner meaning.
BROAD-FIELDS CURRICULUM:
Referred to as "SURVEY" or "GENERAL" courses and are directed toward those students who do not intend to continue in an area of study. The goal of this design is to reduce the propensity that students in subject-centered curricula had for memorizing fragmented facts. It will solve the problem by broadening such subjects as history, geography and civics into a curriculum category-social studies. It is an attemp to use an integration of traditional subjects to help students develop broad understanding in all areas.
CORE CURRICULUM: Its emphasis is at the learners level of maturity and current social problems. It reflects advantages more lifelike, it contributes more directly and significantly to the society, it is designed to served. Orientation is such that it may actively contribute to the improvement of the society itself. The common learnings or general education universally required of all students are :
V = Vocational Course e.g.automechanics
S = Special Interest Course e.g. music appreciation
P = Preprofessional Course e.g. premedical biology, business law
D = Academic Discipline Course e.g. physics, sociology
The Core Curriculum has a dimension of versatility that makes it attractive to advocates of a variety of philosophies. Essentialist can use the core to ensure coverage of the essential subjects. The progressive educator can assign both content and activities to ensure that individual students' needs are met.In between, the pragmatist can use the core to ensure the coverage of practical curricula.
PROBLEM-CENTERED CURRICULUM = Centered on problems of the modern society and introduced students to the ideas of leading thinkers (scientists, sociologists, economists and writers) that could be used in the problem of the society. They involve students by providing a means for connecting new information to prior understanding then solve them practically. Realizing that students were long in facts and shoret on the ability to apply these facts, this curriculum design cast the new interdisciplinary curriculum in the form of problems. They require students to use hand on equipment to solve problems, these curricula forced students to apply their acquired knowledge. By solving a variety of problems, students deepen their understanding and they begin to abstract the concepts and refine the techniques need to apply to the complex original problem.
ReplyDeleteSUBJECT-CENTERED CURRICULUM: Implies that the curriculum must be built around one or more subjects. The objective is to learn the subject, that is the content. The goal is accumulation of information. Content is rigidly sequenced and follow the sequence of the textbooks. It enables the students to cover a lot of content in a short time.
Academic curriculum design. These design usually focuses on a body of knowledge grouped into disciplines, subject matter, or broad areas. It is commonly used for school models.
ReplyDeleteSubject-Centered Design Model
This model focuses on the content of the curriculum. This corresponds
mostly to the textbook, written for the specific subject. In the Philippines, our curricula in any level is also divided in different subjects or courses. Most of the schools using this kind of structure aim for excellence in the subject matter content.
a. Subject Design- is the oldest and so far the most familiar design for
teachers, parents and layman. The drawback of his design is that sometimes learning is so compartmentalized. It stresses so much the content that it forgets about students’ natural tendencies, interest and experiences.
b. Discipline Design- focuses on the academic disciplines. Discipline refers to specific knowledge and through a method which the scholars use to study a specific content of their fields.
c.Correlation Design- This comes from a core, correlated curriculum design that links separate subject designs in order to reduce fragmentation. Subjects are related to one another but each subject a maintains its identify.
Broad Fields Design
This design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other.
Learner-Centered Design Model
The philosophy underlying in this curriculum design is that the child is
the center of the educational process and the curriculum should be build
upon his interest, abilities, purposes and needs.
a.Child-Centered Design- This design is often attributed to the influence of John Dewey, Rouseau, Pestallozi, and Froebel. Learners interact with the teacher and environment. The learner is not considered as a passive individual but as one who engages with his/her environment. One learns by doing. Learners interact with the teachers and the environment.
b. Experience-Centered Design- believes that the interest of learners
cannot be pre-planned. Experiences of the learners become the starting point of the curriculum. Thus the school environment is left open and free. Learners are made to choose from various activities that the teacher provides. The learners are empowered to shape their own learning from the different opportunities given by the teacher.
c.Humanistic Design- the development of self is the ultimate objective of leaning. It stresses the whole person and the integration of thinking, feeling and doing. It considers the cognitive, affective and psychomotor domains to be interconnected and must be addressed in the curriculum. It stresses the development of positive self-concept and interpersonal skills.
Problem-Centered Design Model
This design draws on social needs, problem, interest and abilities of the
learners. Problem-centered curriculum, or problem based learning, organizes subject matter around a problem, real or hypothetical, that needs to be solved.
Problem-centered curriculum is inherently engaging and authentic, because the students have a real purpose to their inquiry -- solving the problem.
a. Life-Situation Design- The contents are organized in ways that allow students to clearly view problem areas clearly. It uses the past and present experiences of learners as a means to analyze the basic areas of living. As a starting point, the pressing immediate problems of the society and the student’s existing concerns are utilized.
Based on Herbert Spencer’s curriculum writing, his emphases were activities that sustain life, enhance life, and in rearing children, maintain the individual’s social and political relations and enhance leisure, tasks and feelings. The connection of subject matter to real situations increases the relevance of the curriculum.
b. Core Design- it is centered on general education and the problems are based on common human activities. The central focus of the core design includes common needs, problems, concerns, of the learners.
1. Subject-centered curriculum - focuses on the content of the curriculum; corresponds mostly to the textbook written for the specific subject; can be focused on traditional areas in the traditional discipline, interdisciplinary topics that touch a wide variety of fields, on processes such as problem solving, and on the goal of teaching students to be critical consumers of information; it can also be organized around a subject center by focusing on certain processes, strategies, decision making, or teamwork.
ReplyDeletea. Subject design - the drawback of this design is that sometimes learning is so compartmentalized; it stresses so much the content that it forgets about student’s natural tendencies, interests, and experiences.
b. Discipline design – refers to specific knowledge and through a method which the scholars use to study a specific content of their fields
c. Correlated design - this comes from a core, correlated curriculum design that links separate subject designs in order to reduce fragmentation. Subjects are related to one another but each subject retains its identity.
2. Fusion design - represents the merging of related subjects into a new subject. Example: social statistics emerged from the fusion of math and social science; it is commonly undertaken within the same subject field; the key to curriculum fusion relies in the interrelatedness of the subject matter and its treatment.
3. Broad-field design – it attempts to develop some degree of synthesis or unity for an entire branch of knowledge; it encompasses two or more branches of knowledge. Example: fine arts course in college treats arts in drawing, painting, sculpture, etc.; it represents an effort to develop a unity among the various disciplines and subjects that constitute a branch of knowledge; the approach helps to avoid the unmanageable multiplicity of disjointed courses that congests in curriculum.
4. Special topic design – is flexible; content is drawn from several subjects to address important issues, problems, or areas of interests; as issues emerge, courses developed, and then discontinued once they are no longer timely.
ReplyDelete5. Student-centered curriculum – it focuses on the needs of the student rather than those others involved in the educational process such as teachers and administrators; putting the students first focusing in their needs, abilities, interests, and learning styles with the teacher as facilitator of learning; teaching method acknowledges student voice as a central to the learning experience of every learner.
6. Learner-centered curriculum – centered on certain aspects of learners themselves; may explore the learner’s own life or family history or local environment; it anchored on the needs and interests of the child.
a. Child-centered design - the learner is not considered as a passive individual but as one who engages with his environment; one learns by doing; learners interact with the teachers and environment.
b. Experience-centered design – experiences of the learners become the starting point of the curriculum thus the school environment is left open and free; learners are made to choose from various activities that the teacher provides; the learners are empowered to shape their own learning from the different opportunities given by the teacher.
c. Humanistic design – the development is the ultimate objective of learning; it stresses the whole person and the integration of thinking, feeling, and doing; it considers the cognitive, affective, and psychomotor domains to be interconnected and must be addressed in the curriculum; it stresses the development of positive self-concept and interpersonal skills; it gives powers to the learners – they are identified as the experts in knowing what they need to know; the constructivists elements of this approach honors the cultural and social context of the learner; it creates a direct link between in-class work and learners’ need for literacy outside the classroom.
7. Problem-centered curriculum – it organizes subject matter around the problem, real or hypothetical, that needs to be solved; it is inherently engaging and authentic because the students have a real purpose to their inquiry - solving problems.
a. Life situation design – it uses the past present experiences of the learners as means to analyze the basic areas of living; as starting point, the pressing immediate problems of the society and the student’s existing concerns are utilized; the connection of subject matter to real situations increases the relevance of the curriculum.
b. Core design – it centers on general education and the problems are based on common human activities; it’s central focus includes common needs, problems, concerns of the learners.
1. Academic – subject or subject – centered Design Model
ReplyDeletea. Subject Design – it looks at the facts, concepts, and skills related to, or encompassed by, that subject area, and plan activities that will lead students from their prior experiences into mastery of the elements of the subject area.
b. Discipline Design – This curriculum model is related to the subject design. However, while subject design centers only on the cluster of content, discipline design focuses on academic disciplines. Discipline refers to specific knowledge learned through a method which the scholars use to study a specific content of their fields.
c. Correlation Design – This comes from a core, correlated curriculum design that links separate subject designs in order to reduce fragmentation. Subjects are related to one another but each maintains its identity.
2. Broad-fields Designs - including several disciplines. Obvious examples are “social studies,” general science, and integrated mathematics, which merge several separate “fields” into an interdisciplinary subject area. These broad fields, or interdisciplinary subject areas, allow for more correlation, integration, and holism than strict disciplinary studies.
3. Learner – Centered Design Model – Among the progressive educational psychologists, the learner is the center of the educative process. This emphasis is very strong in the elementary level, however more concern has been placed on the secondary and even the tertiary levels.
a. Child-centered Design – The curriculum design is anchored on the needs and interests of the child. Learners actively create, construct meanings, and understanding as viewed by the constructivists. In the child-centered design, learners interact with the teachers and the environment.
b. Experience-centered Design – This design is similar to the child-centered design. Although, the child remains to be the focus, experience-centered design believes that the interest and needs of learners cannot be pre-planned. Instead, experiences of the learners become the starting point of the curriculum, thus the school environment is left open and free. Learners are made to choose from various activities that the teacher provides.
c. Humanistic Design – The key lead personalities in this curriculum design were Abraham Maslow and Carl Rogers. Maslow’s theory of self-actualization explains that a person who achieves this level is accepting of self, others, and nature; is simple, spontaneous, and natural; is open to different experiences; possess empathy and sympathy towards the less fortunate, among many others.
4. Problem – Centered Design Model – Generally, problem-centered design draws on social problems, needs, interests, and abilities of the learners. Various problems are given emphases. These are those that center on life situations, contemporary life problems, areas of living and many others.
a. Life-situation Design – What makes the design unique is that the contents are organized in ways that allow students to clearly view problem area clearly. It uses the past and the present experiences of learners as a means to analyze the basic areas of living. As a starting point, the pressing immediate problems of the society and the students’ existing concerns are utilized.
b. Core Design – Another example of problem-centered design is core design. It centers on general education and the problems are based on common human activities. The center focus of the core design includes common needs, problems, concerns of the learners.
Academic - subject or subject - centered Design model
ReplyDeletea. Subject Design
Designers who are developing a curriculum organized around a given subject-area will look at the facts, concepts, and skills related to, or encompassed by, that subject area, and plan activities that will lead students from their prior experiences into mastery of the elements of the subject area.
b. Discipline Design
A variant of the subject-area-centered curriculum is one that is focused on a discipline. In this case, the center of the curriculum is the conceptual structures and processes that define the discipline and inform the work of people within the discipline.
c. Correlation Design
Teachers of different subject areas make an effort to introduce and reinforce certain vocabulary, concepts, and skills.
Broad - Fields Designs
These broad fields, or interdisciplinary subject areas, allow for more correlation, integration, and holism than strict disciplinary studies.
Interdisciplinary Curriculum – Teachers do not establish boundaries between different subject areas, and curriculum overlaps from one to another.
Student - Centered Designs
Student-centered learning (also called child-centered learning) is an approach to education focusing on the needs of the students.
Learner - Centered Design Model
Dewey’s emphasis on native impulses of the child (socialize, construct, inquire, create)
Negotiated curriculum
Interest-centered curriculum
a. Child - centered design
This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. it means that the curriculum is constructed based on the needs, interest, purposes the learners knowledge skill, learnings and potentials.
b. Experience - centered design
The framework of curriculum depends on learners' needs and interests. When to design, designers must know what interests students have and help them to decide the more important interests in learning. The design focuses on the process of problem solving, the cooperation between teachers and students, the learning activities themselves, and skills in solving problems.
c. Humanistic design
Can emphasize development of fully-functioning students, through focus on subjective, feeling, perceiving, becoming, valuing, and growing.Curriculum encourages the tapping of personal resources of self-understanding, self-concept, personal responsibility.
Confluent education: strive to blend subjective and intuitive with the objective
Curriculum should provide students with alternatives from which they can choose what to feel
Participation, non-authoritarian
Development of self as most important objective
Problem - Centered Design Model
Planned prior to arrival of students, but willing to adjust to fit needs of students
Problem can be interdisciplinary
a. Life - situation design
Reflects what we experience in real life.
b. Core design
Exists a common sets of learning (knowledge, skills and values) that should be provided for all learners in order for them to function effectively in society.
Guys, if you are to design a curriculum for a school, which do you think is the best approach to follow?
ReplyDeleteKathleen and Mark, am waiting for your inputs...
ReplyDelete1.Subject-Centered Curriculum is a model focuses on the content of the curriculum.
ReplyDeleteThe subject centered design is refer mostly to the textbook written for the specific subject.
a. subject design is a design that sometimes by learning is so compartmentalized.
It stresses so much the content that it forgets about students’ natural tendencies, interest and experiences
b.Discipline design is refers to specific knowledge and through a method which the scholars use to study a specific content of their expertise
c.Correlation Design -is a type of design which comes from a core, correlated curriculum design that links separate subject designs in order to reduce fragmentation. Subjects are related to one another but each subject a maintains its identify.
2. Fusion Designs
3. Broad - Fields Designs
-This design was design to prevent the compartmentalization of subjects and integrate the contents that are related to each other.
4. Special - Topic Designs
5. Student - Centered Designs
6. Learner - Centered Design Model
is a type of curriculum that a centered on certain aspects of the learners themselves.may explore the learner’s own life or family history or local environment
a. Child - centered design
-It is anchored on the needs and interests of the child and learner is not considered as a passive individual but as one who engages with his/her environment. One learns by doing the learners interact with the teachers and the environment.
b. Experience - centered design this design focus on the experiences of the learners and become the starting point of the curriculum.
Thus the school environment is left open and free learners are made to choose from various activities that the teacher provides the learners are given a chance to shape their own learning from the different opportunities given by the teacher.
c. Humanistic design is a development of the self for the ultimate objective of learning. It stresses the whole person and the integration of thinking, feeling and doing. It considers the cognitive, affective and psychomotor domains to be interconnected and must be addressed in the curriculum. It stresses the development of positive self-concept and interpersonal skills.
7. Problem - Centered Design Model
-is inherently engaging and authentic, because the students have a real purpose to their inquiry solving the problem
a. Life - situation design
-Based on Herbert Spencer’s curriculum writing, his emphases were activities that sustain life, enhance life, and in rearing children, maintain the individual’s social and political relations and enhance leisure, tasks and feelings and as a starting point, the pressing immediate problems of the society and the student’s existing concerns are utilized.
b. Core design
-It centers on general education and the problems are based on common human activities and also the central focus of the core design includes common needs, problems, concerns, of the learners.
If I were to design a curriculum, I think the best approach to follow is the learner-centered curriculum. I believe that schools exist because of the children in the society. These children will soon become the leaders of our country that’s why we, as educators, must mold these students in a proper manner not forcing them to learn with pressure. We must let them explore their environment so that they will develop critical thinking while they are young, while they are in school.
ReplyDeleteMost likely, I will be teaching Mathematics and Mathematics, especially on the higher levels, will be mostly focused on the content which is Subject-centered. It is very hard to make it interactive as much as I want it to be. In can be possible on the lower levels, but on the higher levels, I think, based on experience, it will really be very hard to make the student learn about trignometry without teaching the content of the lesson. If ever, I will just give activities that somehow relates to real life situations.
ReplyDeleteCurriculum could be prepared in several ways. The school’s philosophy and their educational approach are reflected in curriculum design. The curriculum design can be influence by community, parent’s expectation and philosophical perspective of the school towards education.
ReplyDelete1. Academic-subject or subject centered design model – Looking closely on the name of this design we can guest that this design mainly evolve on the subject matter. This is also means that it focuses on the content and the knowledge. This design is dominated in Philippine education during Spanish colonization which the curriculum stressed the 3R and heavily emphasized on the content of the curriculum.
a. Subject Design – this is the oldest and well known design to the teacher and laypeople. In this design it advocates that the teacher role focus on lecturing, direct instruction, recitation and large group discussion. The Filipino experience this kind design during the Spanish period wherein that the curriculum emphasize the 3R. This design receives dozen of critique as they said that this design does not give importance the need of the learner. The student does not allow to choose the content most meaningful to them for example the student having difficulties in finding the relevance of the subject in their daily lives. The teacher plays active role inside the classroom which means that this design is a teacher centered.
b. Discipline Design – this design focus on the discipline knowledge which emphasize science, English, history etc. The student will focus on a specific discipline. They will study the subject discipline just like how the scholars study discipline for example student will study the human behavior by following procedures used by psychologist. In other words they will follow how the scholar would approach the subject discipline. This design is almost the same of subject design because they focus on the content which sometimes it is hard to determine whether the teacher use subject matter design and discipline design.
c. Correlation Design – this design attempt to correlate two disciplines and find relationship of each other. The designers aim to create a linkage of separate subject to avoid fragmentation of curricular content for instance the curriculum designer will create a curriculum in Philippine history. They will attempt to correlate between Philippine history and local literature. The teacher will teach about history of the Philippines and pair it the content related to Philippine literature like the novel created by Philippine heroes.
2. Fusion Designs – somewhat there is similarity of intent between correlation designs and fusion designs but still they are different. In correlation design the two subjects linked each other but their identities are maintained unlike in fusion the relationship has become strong and unique that the source of discipline is disappeared and form a brand new subject. Example, World History, which we commonly found this in secondary level, will discuss the following subject namely, Asian history, European history, African history and American history. You can see that there is four disciplines that fused together that form new subject.
ReplyDelete3. Broad-Fields Design – this design is also called interdisciplinary design, this may look like fusion design. In fusion design create new subject which have a root in two or more discipline but in Broad-Field Designs seek a new whole that can walkthrough the entire branch of knowledge which the individual parts of this branch of knowledge disappear to be replaced by new named “broad field”, example Humanities (I believe everyone is familiar to this program) programs can covered philosophy, art, music, foreign language and literature. This design exist in our public school curriculum. Araling Panlipunan, Edukasyong Pantahanan, Musika, Sining, Edukasyong Pangkatawan, and Good Manners and Right Conduct were fused into MAKABAYAN.
4. Special-Topic Designs – this design is flexible because the content can draw from different sources. We can found this type of design in short courses. It has an ability to organize instruction quickly around the topic that correspond to the present condition and students needs although the instructional program often have little history behind them. This make hard to evaluate the program over the years because the content is evolve constantly.
5. Learner-Centered Design – this design focus on the student needs. The curricula mainly evolve on the student needs, interest, and experience. This design commonly found in the elementary level.
ReplyDeletea. Child Centered Design – this design advocate that the child is a center of the curriculum which means that the child must be active in the learning environment and the learning should not be separated from them. Those who believe in this design consider the knowledge as an outgrowth of personal experience which this means that learning is produce by interaction of the child with their world.
b. Experience Centered Design – this design is closely similar to child-centered design. This design tells us that children’s needs and interest cannot be anticipated which means that the framework of the design cannot be planned for all children. Those who use this design tend to emphasize the learners’ interest, creativity and self direction. To further understand this lets look at the teacher’s activity, the teacher role will create a stimulating learning environment in which their student can explore. The learning comes in through the child’s experience as they have hands on the knowledge. That’s why its called experience centered because they want the child to learn by means of experience.
c. Humanistic Design – this design is rooted from the existentialism educational philosophy. Humanistic designs emphasize the subjective nature of the human existence wherein the learning has a direct relationship to feeling. They also believe that the three domain of learning are interconnected and it should be visible in the curricula. This design stress the intuition, creative thinking and holistic perception of reality. We can expect that this kind of design tends to let the student choose the experience rather the stimulating them in order to gain valuable learning experience.
7. Problem-Centered Design Model- it focus on the real-life problems of individuals and society. Their design is based on the social issues. They tend to emphasize cultural traditions and address the needs of the society. The student place in a social setting (you may think that this design is similar to learner centered design but they are different because in problem-centered design, it is planned before the student arrival although they can adjust it according to the students concerns and situation).
ReplyDeletea. Life-situation design- this design is emphasize the life (social problems). This is somewhat they want they believe that student will learn more if they will see an actual situation which the learning outcome will strengthen. The student can clearly view the problem because they actually witness the situation although there some critique that the student do not learn much subject matter. I said earlier that student can clearly view the problem is simply because they can use their past experience and relate it to the present experience and let them synthesize to understand the basic aspects of living.
B. Core-Curriculum Design- this designs heavily emphasis on identifying and corresponding to the general personal and social problems of student. I think that this design adhere the Pestalozzi’s thinking that individual can find the true selves by looking to their own nature.
(Sir Joel please correct me if I made a mistake (everything I have discuss in here)
:)
On the question what I think is the best approach, it depends on the subject matter that I will going to teach. In addition all of this design has strength and weakness which I might use the eclectic approach although I admire most is the learner-centered design model specifically the child centered design. I value the student’s needs as there are there reason the existence of the teacher and the curricula. But still I might use the eclectic approach that I will draw some technique use in the following: Child-centered design, experience-centered design, humanistic design and life situation design.
ReplyDeleteHi Aimee,
ReplyDeleteI suggest you try to read some literature on Constructivism. Also, do research on transformative learning as an approach in classroom strategy. You'll be surprised that even in mathemetics it is found to be effective.
Joel